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    Validation of students blended learning course experience in Thai medical education
    (2025-10-01)
    Wilaphan, Kotchaphan
    ;
    Chiowchanwisawakit, Praveena
    ;
    Songkram, Noawanit
    Blended learning is a widely used method in education to promote active learning and enhance students’ learning outcomes. Therefore, evaluating the quality of blended learning courses requires an effective model for benchmarking, which can improve student satisfaction and is crucial for quality assurance in higher education. This study aimed to validate and examine student’s blended learning course experience in Thai medical education using a quantitative research design. A total of 560 medical students from a large medical school in Thailand participated. Data analysis was conducted using Confirmatory Factor Analysis (CFA). The findings indicate that components and indicators were: (1) general skills with six indicators, (2) online sessions with five indicators, (3) clear goals and standards with four indicators, (4) good teaching with six indicators, (5) appropriate assessment with four indicators, and (6) appropriate workload with three indicators. The second order CFA demonstrated that the student blended learning course experience model had an acceptable fit with χ<sup>2</sup> (249) = 1.148, p =.056, RMSEA =.016, RMR =.005, SRMR =.05, GFI =.995, AGFI =.995, NFI =.961, and CFI =.995. These findings could contribute to the development of guidelines for designing a medicine bachelor’s degree curriculum that incorporates blended learning methods.
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    Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach
    (2025-01-01)
    Pimdee, Paitoon
    ;
    Wuttikamonchai, Oraboot
    ;
    Sukkamart, Aukkapong
    ;
    Meedee, Chontawat
    ;
    Meekhobtong, Sirinthorn
    Purpose: The increasing ubiquity of smartphones has created a growing demand for web designers skilled in creating responsive, user-centered, and smartphone-accessible websites. However, Thai undergraduate students often lack specialized training in mobile website design, highlighting a critical gap in digital education. While cooperative and blended learning has been recognized as effective pedagogical strategies, there is limited research on how these approaches can be integrated to address specific skill gaps in mobile web design. This study aims to develop and evaluate a Collaborative-Blended Learning Management Model (CBLMM) to enhance students’ proficiency in smartphone website design. Methods: The CBLMM was developed by synthesizing cooperative and blended learning literature and a needs assessment focused on mobile web design competencies. The model consists of six key stages: (1) online self-study, (2) in-class lectures, (3) group activities, (4) project presentations, (5) summarization and evaluation, and (6) discussion and reflection. The model was evaluated by nine experts using a connoisseurship approach, assessing its usefulness, feasibility, appropriateness, accuracy, and effectiveness. To test the model’s efficacy, an experimental study was conducted with 19 third-year students enrolled in a web design course. Results: Expert evaluations indicated that the CBLMM received high ratings across all assessment criteria. The experimental results showed a statistically significant improvement in students’ mobile website design skills, surpassing the 60% benchmark with significance at p < 0.05. Post-learning assessments also revealed marked improvements in user experience (UX) design compared to pre-learning performance. The effect size analysis indicated a moderate practical impact on skill development (d = 0.44) and a significant effect on academic achievement (d = 1.18). Discussion: These findings suggest that structured, collaborative, and blended learning approaches can effectively equip students with essential digital design skills, filling critical gaps in higher education curricula. The study contributes to the field by demonstrating the CBLMM’s potential for enhancing mobile web design education, with broader implications for curriculum development and instructional design. Future research should explore the model’s applicability in diverse educational settings, examine long-term skill retention, and integrate emerging technologies such as AI-driven adaptive learning to refine digital education strategies further.
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    Blended Learning Needs Analysis of Students in the SPOC Era: Local University Perspective in China
    (2025-01-01)
    Lu, Lingming
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    Sitthiworachart, Jirarat
    ;
    Petsangsri, Sirirat
    With the development of the new generation of information technology, blended learning has entered the SPOC era, teachers and students can become the designers of the blended course. This also places higher demands on teachers and students' digital competence. Learning needs analysis is the most important step in SPOC-based blended learning. This article takes local university students in China as the survey object, and conducts a questionnaire survey on four aspects: individual learning aspirations, learning process needs, learning environment needs and learning ability gaps. The results show that today's university students have a strong willingness to blended learning, the demand for teaching resources is diversified, the learning process fails to fully give full play to the advantages of blended learning, the teaching evaluation needs to be reformed, and the gap between individuals is large. The study suggests that the current blended teaching should build high-quality learning resources, strengthen the interaction between online and offline teaching, pay more attention to the process and diversity evaluation of students.
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    Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
    (2025-01-01)
    Sukkamart, Aukkapong
    ;
    Chachiyo, Wassana
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    Chachiyo, Manop
    ;
    Pimdee, Paitoon
    ;
    Moto, Sangutai
    This study aimed to compare Computational Thinking Skills (CTS) and Academic Achievement (AA) in students exposed to a Problem-Based Blended Learning (PBBL) model in a quasi-experimental setting. The research involved 43 Mathayom 2 students at a Rajabhat University Demonstration School in Thailand, selected through cluster random sampling. The participants were divided into an experimental group (n = 21) and a control group (n = 22). The CTS test employed a scoring rubric, and the AA test included multiple-choice questions. Data analysis used statistical measures such as mean, standard deviation (SD), and One-Way MANOVA. Results showed that the experimental group achieved significantly higher scores, with 91% in CTS and 89% in AA, compared to the control group’s 56% in CTS and 60% in AA. These findings demonstrate the effectiveness of the PBBL model in enhancing both CTS and AA in middle school students. This research contributes new insights by confirming that blended learning approaches can be effectively integrated into middle school education to foster critical thinking and academic success when combined with problem-based methodologies. The study provides evidence supporting the potential of innovative educational frameworks like PBBL in improving student outcomes, offering valuable implications for educators and curriculum designers.
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    Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students
    (2024-05-01)
    Nantha, Cherisa
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    Siripongdee, Kobchai
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    Siripongdee, Surapong
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    Pimdee, Paitoon
    ;
    Kantathanawat, Thiyaporn
    The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.